Abstract This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction‚ scaffolding‚ and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore‚ it will be detailed in this paper. Various methods of feedback from the
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As social beings one of the most important tasks during childhood is to develop adequate social and communicative skills‚ to enable successful interaction with the wide variety of people and situations encountered throughout life (Moore‚ 2010). Social cognition refers to the understanding of our own behaviour and that of others‚ and is at the heart of an individual’s ability to get along with other people (Astington & Olson‚ 2010). The foundations of social competence that are developed in the first
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Imitation is really a basic form of learning. It is observing the behavior of others‚ assuming the same positions and trying to duplicate the same results. Being able to see someone else perform a task gives more confidence that you’ll be able to perform it yourself. Operant conditioning starts off with a neutral behavior and then is either positively reinforced or negatively reinforced. A positive reinforcer is any type of reward system and a negative reinforcer would be a type of punishment. If
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PGCE International – Process work record form Module 2: Understanding learning You do not need to complete every activity in this module. It contains just over 50 activities in total‚ distributed across eight units‚ and we estimate that you should have time to complete around 25 of them. Of course‚ you can do more but we would not expect you to complete less. Before you start completing this form‚ you should have agreed a route through the materials with your tutor by submitting the Module 2 pathway
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During this assignment I will be looking at a range of theories relating to how learning takes place. I will consider how different theorist’s suggestions are put into practice in our setting focusing on the Foundation Stage. I will be looking at a range of teaching and learning models and considering how they relate to different styles of learning e.g. visual learners‚ an auditory learner or a kinesthetic learner (VAK). These teaching and learning models will be related to professional practice
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Preschooler Case Study on Learning and Cognitive Development Preschooler Case Study on Learning and Cognitive Development Student Name: Xinning Zhu Student Number: 608940 Subject number: EDUC90701 Word Count: 2025
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content topics page no introduction to individual differences 2 basic concepts 3 main causes 4-7 major areas 7-9 steps to meet individual differences 9-10 theorists’view
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for Teachers (6th Edition). Boston: Allyn and Bacon. BRANSFORD‚ J. BROWN‚ A. COCKING‚ R. 2000. How People Learn. Washington: National Academy Press. CLAXTON‚ G. 2002. Building Learning Power. Bristol: TLO Limited. DANIELS‚ H. 2005. Introduction to Vygotsky – Second Edition. Sussex: Routledge. FLEMING‚ N. [no date]. VARK: a guide to learning styles [online]. Available from: http://www.vark-learn.com ILLERIS‚ K. 2002. The Three Dimensions of Learning. Contempory learning theory in the tension field between
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Education Studies Assignment Within this assignment I am going to discuss Behavioural and Constructivist theory in relation to learning‚ drawing attention to my own experiences as a practitioner and learner. I will draw attention to their relationship to the Early Years Foundation Stage and will attempt to explain the importance of play in relation to these concepts. This will lead me to discuss the role of the practitioner both in keeping up with current legislation and initiatives and incorporating
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Theorists such as Jean Piaget and Lev Vygotsky have contributed to key concepts of the philosophy behind inquiry methodology. There are distinct advantages and disadvantages. The operation of a teacher in an inquiry-based primary classroom can be observed through examples in the context of teaching history. In order to unpack a teacher’s role in an inquiry-based classroom‚ one must outline the philosophy behind inquiry methodology. John Dewey‚ Jean Piaget‚ and Lev Vygotsky all developed theories that serve
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